The comparison of primary teacher training programs of Turkey and Germany (Bolu Abant İzzet Baysal University and Pädagogische Hochschule Heidelberg example)

In this study, it is aimed to examine the classroom teacher training programs in Turkey and Germany through the examples of Bolu Abant Izzet Baysal University (BAİBÜ) and Pädagogäsche Hochule Heidelberg (PH Heidelberg). In the study, qualitative research model was used in order to reveal how the classroom teacher training systems of Germany and Turkey are, their similarities and differences. This research is also a comparative education study. The data were obtained by using document analysis method, which is one of the qualitative data collection methods, and categorised under the headings of aim-objective-qualification, admission and enrolment conditions, program profile, courses and credits, examinations-examination and assessment, internship practices, graduation conditions and degrees earned. Care has been taken to present the contents of the obtained data to the reader in as authentic and detailed a manner as possible. The results of the study revealed that the aims of the classroom teacher training programs of both countries are similar, but PH Heidelberg aims to provide students with scientific research skills and an education that focuses on teaching practices; there are differences between the programs in terms of entry, admission and graduation conditions, program profiles, internship practices; the duration of education in PH Heidelberg is 5.5 years in total, including undergraduate, graduate and teacher preparation, while the duration of education in BAİBÜ is 4 years.